Explicit Vocabulary Instruction

Four-Part Vocabulary Plan Lesson

Selected Text
Grumpy Monkey Up all Night by Suzanne Lang

Tier 2 Words Tier 3 Words

Whooping, Hollering, Ruckus, Grumbled,
Agreed, Advised, Grumpy, Moaned, Ruffled,
Scowled, Suggested, Plenty, Began,
Trembled, Snapped
5 Focal Vocabulary Words
Snapped, Grumpy, Grumbled, Moaned, Scowled

1.L.4 Choose a strategy to determine or clarify the meaning of

unknown and multiple-meaning words and phrases based on grade
Standard(s) level content.
a. Use sentence-level context as a clue to the meaning of a word
or phrase.
Students will be able to use context as a clue to find the meaning of
Objective(s) the five vocabulary words.

Progression of Activities (include teacher talk)

I Do (Opening) Teacher introduces book
 Teacher: “Today, we are going to read the book “Grumpy
Aspects of 4 Part Monkey Up all Night. This book is about a monkey named Jim
Vocab Plan: who is going to a slumber party. Jim is planning on doing a lot
~Providing rich, at this party. What are somethings you think Jim is wanting to
varied lang do at the slumber party? Talk with someone next you about
experiences: some things you think Jim is going to do. (Give the students a
Reading the story few minutes to discuss with their partner about some
aloud. activities). Can anyone share with me what you think some of
~Foster word the activities Jim may do at the slumber party?”
consciousness:  Teacher: “I want everyone to be paying attention for the five
Kindled interest into words that are listed on the board. The words are snapped,
what the words may grumpy, ruckus, moaned, and scowled. Every time one of the
mean in the text words is said, I want you to touch your ear.”
Teacher reads book aloud as the students listen.
Teacher rephrases Tier 2 words when possible.
Teacher will repeat the rephrases whenever the words appear in the
text.
 “Oh yeah. My little brother, Tim,” grumbled (or fussed) Jim.
(pg. 6)
 “It’s my little Grumpy (or crabby) Monkey!” Jim’s mom cried…
(pg. 11)
 Explicit Vocabulary Instruction
Four-Part Vocabulary Plan Lesson
 “Mom!” moaned (or cried) Jim…. (pg. 11)
 “No, I’m not!” Jim scowled (or glared) (pg. 11)
 “Because it’s night,” snapped (or became angry) Jim. (pg. 23)
Teacher introduces concept maps
 Teacher: “Now, we are going to complete concept maps over
the five words that are written on the board. We will do one
of the words together as a class.”
Teacher begins by asking the students what they think what
grumbled is not and filling in the boxes in the What is it not? column.
We Do (Core)  Teacher: “What do you think the word grumbled is not? Think
back to the book and how was the word not used in the
Aspect of 4 Part story?”
Vocab Plan:  If the students struggle with coming up with some ideas. Go
~Explicitly teach back to the book on page 6 and read the page again with the
words: word grumbled. Then ask the students “What do you think
Discussed with the the opposite of grumbled is? Do you think the opposite of
students what are grumbled is complain or compliment?”
examples and  Once the students say compliment then ask them “What are
nonexamples of the some other words that you think would be similar to
word, gave the compliment?”
students learner- The class discusses what grumbled is not and fills in the
friendly definition of corresponding column.
the word using After completing the What is it not? column, teacher moves on to
context What is it like? Column
~Teach word-  Teacher: “What do you think the word grumble is like? Think
learning strategies: back to the book and how was the word used in the story?”
Examined how the  If the students struggle to come up with words, say
words were used in “Remember how we talked about how the opposite of
the story. grumbled is compliment, what was the word that I also said?
~Provide rich, varied Complain. Correct! What are some other words that would
lang experiences: also mean complain? What are you doing when you are
Discussed and complaining?”
debated what the The class discusses what grumbled is like and fills in the
word was like and corresponding column.
what it wasn’t like. Teacher moves on to what the word grumbled is.
 Teacher: “Based on the two columns that we have filled out;
can anyone tell me what they think the word grumbled may
mean?”
The class discusses what the word grumbled may mean.
 Teacher: “Here is a definition of what grumbled means.”
(State the definition)
You Do (Closing) After the class completes the concept map together, students will
complete the rest of the concept maps in partners.
 Explicit Vocabulary Instruction
Four-Part Vocabulary Plan Lesson
Aspects of 4 Part  Teacher: “You are going to be placed in groups and do the
Vocab Plan: other four concept maps together. When you get to writing a
~Teach word- definition for the words, please let me know because I will
learning strategies: help you and your partner work through the definitions. I do
With their partners, not want you to guess on what you think the words may
the students mean.”
examined the words Teacher places the students with a partner.
based on the context The students work on their concept maps with their partner and
clues. complete them together.
~Explicitly teach As a class tomorrow, the partners will share with the class what they
words: thought the word was and what it was not.
The students gave
examples and
nonexamples of the
words and wrote
learner-friendly
definitions of each
word.